Getting the most from google classroom: A pedagogical framework for tertiary educators
- Publication Type:
- Journal Article
- Citation:
- Australian Journal of Teacher Education, 2018, 43 (3), pp. 140 - 153
- Issue Date:
- 2018-01-01
Closed Access
| Filename | Description | Size | |||
|---|---|---|---|---|---|
| Accepted Version.docx | Accepted Manuscript Version | 55.57 kB |
Copyright Clearance Process
- Recently Added
- In Progress
- Closed Access
This item is closed access and not available.
© 2018, Social Science Press. Many tertiary institutions have embraced digital learning through the use of online learning platforms and social networks. However, the research about the efficacy of such platforms is confused, as is the field itself, in part because of the rapidly evolving technology, and also because of a lack of clarity about what constitutes a learning platform. In this study, two early career academics and instructors examined the effectiveness of using Google Classroom for final year primary teacher education students to encourage student voice and agency, and to consider how the platform might influence future pedagogies at the tertiary level. The data showed that Google Classroom increased student participation and learning and improved classroom dynamics. It also revealed concerns around pace and user experience. This data was used to construct a framework to evaluate of the use of online platforms; it identifies four concepts (pace, ease of access, collaboration and student voice/agency) that explore the usefulness of other online learning platforms, as well as pedagogical practice.
Please use this identifier to cite or link to this item: